TEAM 5 Project

8/3/2019 TEAM 5 Project

1/15


2/15

TEACHING IN MIDDLE AND SECONDARY SCHOOLS 2

INTRODUCTION

Our team chose to design the course, Teaching in Middle & Secondary Schools,

in an online environment. It was a course that three of our team members have taken in

various methods of delivery from a face-to-face course with no technology to a partially

hybrid course using various forms of technology. Our first step was to decide on the

course content and design the course before starting on the webpage (Bird, 2007). We

also understood that the technical environment would also be focused on (Williams,

2004), so we split our team up to address both areas.

Following the direction of Tastle, White, and Shackleton (2005), the content wasdeveloped with measurable goals with assessments resulting directly from the lesson.

What is taught will be tested, no surprises. All assignments will pertain precisely to the

course. This method falls in line with Birds assertion that reading material assigned

should serve a direct purpose and be followed with an activity such as student interaction

or reflection (2007). Each week the student will receive lessons from the instructor

(teaching), have an assignment (interaction), and then reflect on their blog (reflection).

The course syllabus explains the objectives and expectations in detail and the instructor

will give feedback so that the student knows they are meeting expectations (Seok, 2008).

The technical environment falls under the course management system. Carmean

and Haefner (2002) said that the possib ility of deeper learning lies with both students

and instructors: when they understand their diverse needs and requirements and bring

these to the CMS, they can create their own effective learning environment (p. 34).

Fortunately, our group was comprised of students and instructors with various levels of

technological experience, so we designed our course management system from both


3/15


frames of mind. The system must function to deliver the content, as well as offer features

that the students will appreciate and be able to utilize well. Discussion boards, threaded

comments, email, and announcement page were the features we thought important to

include so that students received feedback from the instructor (Brinkerhoff, 2007). We

also included an option for chat capability through three different delivery methods:

Wimba, CamStudio, or ECHO 360. It is through these tools that asynchronous and

synchronous methods are employed so that our students needs are met and they feel a

part of the class (Williams, 2004)

The instructor bears the responsibility of ensuring course content is thoroughlycovered while maintaining student satisfaction with the proper online tools.

Unfortunately, most college professors dont work or play much on the web yet they

become responsible for teaching and designing online courses (Lane, 2009). The process

of running the class can fall short to the ability of the instructor to run the processes

through an online medium. The abilities need to be improved because research findings

indicat e that instructors abilities to teach online are critical to the quality of online

education (Kim & Bonk, 2006). We also learned that the more competent the teacher

digitally, the better quality the experience for students and the more actively involved in

course design (Krumsvik, 2008). After completing this project, our abilities as instructors

greatly increased.

Brinkerhoff and Koroghlanian (2007) found that course features implemented in

an online instructional design should consider student wants and expectations so as not to

reduce the desirability and effectiveness of online instruction. In other words, student

satisfaction is part of the main focus of our online class. It may also well be a factor in


4/15


job security. In order to instruct the student, we must focus on how they learn. This

means we must change our style from pedagogy to andragogy. Green said that with

andragogy, learners are autonomous and self directed. Instructors are to guide the

learners to their own knowledge, not supply them with facts (1998). We achieved this

goal in our course with the team discussions and blog reflection on articles.

Oblinger & Hawkins (2006), thought it more effective to pair a faculty member

with an instructional designer when creating an online course. We felt the same way and

it really worked. The education majors in our group worked on the course content and

development. The computer designers worked on the technical environment. Oblinger &Hawkins (2006) also felt that the skills required to develop and deliver an online course

were unlikely to be found in an individual. They were absolutely correct. The years of

experience and skill our team acquired collectively could not be found in one person.

Together we created a product, an online course, which we are proud of.


5/15


SYLLABUS

Auburn University MontgomeryMontgomery, Alabama

Teaching in Middle and Secondary Schools

Course Description: This is an online course designed for the middle and secondarylearning environment. It provides a foundation for students to learn instructionalmethods, the learning process, theory and application of curriculum development forvarious academic disciplines, effective collaboration skills, professionalism, technologyskills, and how to inquire research. Field experiences will be required.

Course Objectives: In the course students will: Practice basic skills in computer literacy. Maintain an online journal.

Be a contributing member of Wiki. Participate in online discussions using Blog. Evaluate scholarly literature associated with the middle and secondary learning

environment. Plan and organize an integrated unit plan. Plan a daily lesson plan. Design a classroom management plan. Submit assignments using a course management system. Observe experienced teachers.

Evaluation Scale: A= 90-100 B=89-80 C=79-70 D=69-60 F=59-Below

Evaluation Components:

Team Discussions 5 pointsClassroom Wiki Page 5 pointsBlog Posts 5 pointsPhilosophy of teaching 10 pointsDaily Lesson Plan 10 pointsGroup Unit Project 20 pointsAnnotated Bibliography 20 pointsFinal Exam 25 points


6/15


SED 4050/6050 Teaching in Middle and Secondary Schools Summer Semester 2010

Week Date Topic Lecture Readings Project/Assignments Due Date1 5/31

Introduction&EducationalPhilosophy

Video

~Create a blog using www.blogpost.com

~Join the class wiki and add your page andblog url~Define your personal teaching philosophy~Blog Post June 6, 2010

2 6/7

Lesson Plan

Video

SelectedText

~Create a daily lesson plan according todiscipline~Reading: The First Days of School byHarry Wong~Team Discussion~Blog Post June 13, 2010

3 6/14

ClassroomManagement

Video

2-Articles

~Create a wiki page for your classroom~Team Discussion

~Download Jing~Blog Post June 20, 20104 6/21

ClassroomManagement

Video2-Articles

~Create a classroom management plan~Team Discussion~Blog Post June 27, 2010

5 6/28

UnitPlanning

Video

2-Articles

~Integrated Unit Planning Project~Overview of project planning presented on

jing~Blog Post

Blog Post July 18, 2010

6 7/12

7 7/19

TeachingPhilosophy Video

~Redefine your personal teaching

philosophy after taking this course and postto livetext.~10 hours observation due~Blog Post July 25, 2010

8 7/26 ~Annotated Bibliography Due~Final Exam July 30, 2010


7/15


8/15


DELIVERY METHOD OPTIONS

Our team chose to review two asynchronous methods (Eco 360 and CamStudio) and one

synchronous method (Wimba) of delivery.

Echo 360

First we looked at Echo 360, an asynchronous method developed by the Echo

Corporation headquartered in Dulles, Virginia. Its known for being the industry leading

standard for lecture capture. It's easily adaptable to most course management systems

and has a partnership with Blackboard. One of its strong selling points is it's easy for the

staff to learn how to use and manipulate to record professional looking presentations.It has built-in automation and integration capabilities which make it easily

scalable from one room to the entire campus. The teacher requires a video camera, a

computer and internet access. They record the lecture for the students to view

asynchronously by streaming video, podcasts, iPod or MP3 player download. The

student can view the streaming video lecture or download it for single or repeated

viewing. The teacher can use the video over and over for future classes students until its

usefulness has been expended. Echo 360 can be accessed by going to the following

website: http://www.echo360.com/about-us/careers.asp

Wimba

Next we decided to review a synchronous delivery method called Wimba.

Wimba is headquartered in New York City, New York. Wimba has a pedagogical design

with teaching and instruction in mind. The application allows a teacher to set up a virtual

classroom where teacher and student can interact just as if they were face to face. The


9/15


teacher sets up the classroom and the students log in. Teacher and student interact, in a

real time scenario, as if they were in a face to face classroom.

Wimba has dynamic audio and video features which allow teacher and student to

hear and see each other. It offers advanced features like whiteboarding, polling, presenter

on-the-fly, analytical tools and a resizable chat area. Additionally, it has application

sharing and content display along with MP4 download availability. Wimba does offer a

free use for teachers and students. Wimba can be accessed by going to the following web

address: http://www.wimba.com/company

CamStudioThe third and final delivery method we reviewed was CamStudio. It was

developed by TechSmith, a company founded in 1987 and headquartered in Okemos,

Michigan. It is a screen capture program able to record all screen and audio activity on

your computer and create industry-standard AVI files. It has a built in SWF Producer

which can turn AVIs into lean, mean, bandwidth-friendly Streaming Flash videos

(SWFs).

CamStudio has for main functions: record, edit, produce, and share. Teachers and

students can use CamStudio to capture anything on their computer screen to build any

type of presentation or demonstration. A few ways a teacher could use this delivery

method is to demonstrate how to create a blog, wiki or navigate Blackboard for first time

student us ers. Although CamStudio isnt free the company does offer educational

institution and government/non profit pricing which is below general public pricing.

CamStudio can be accessed by going to the following web site:

http://www.techsmith.com/company.asp
http://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asp


10/15


COURSE MANAGEMENT OPTIONS

There are two different course management systems (CMS) or Learning

Managements Systems (LMS) that our team is considering to implement with our online

course. Pending the design budget for our course, our options are Desire2Learn or

Moodle (which is free).

Desire2Learn:

Desire2Learn is a web-based learning system located in Ontario, Canada which

was founded in 1999. Desire2Learn provides services to meet the needs of all levels of

education including K12 education, corporations, healthcare, as well as university leveleducation. Desire2Learn provides a learning and teaching environment that can support

up to hundreds of thousands of students, where the teacher is in control of the course, free

to adapt the course to the learning needs of the students. Communication, collaboration,

and community building are a few of the companys primary focuses. Desire2Learn

formats their programs to fit each users need, philosophy, and pedagogical approach.

There are numerous different learning products including:

Learning Environment: Primary focus is teaching and learning for an online

environment. The learning environment also supports course design, delivery of

instruction, and administration of the online course. The instructor has the ability to

adapt the content necessary to benefit all learners needs in addition to using

collaboration and communication.

E-Portfolio: The e-portfolio gives the student the opportunity to gather, organize,

and reflect on information and course work which has been completed to be used in

the future for presentations or the use in their portfolio.
http://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asp


11/15


Competencies: The competencies uses tracking and reporting tools to monitor

specified information within the course

Finalytics: This tool takes data from the course and transforms it into useful and

relevant facts to be used in future decision making skills within the company or

educational setting.

Learning Repository: Information can be searched within several courses and

someone can manage the content of the course within numerous courses .

Live Room: Collaboration is displayed within this section as chat rooms, white

boards, and discussion boards are used to ensure collaboration within individual

users.

Essentials: Within this section, the primary focus is the learning of the student, while

monitoring the e-learning course as well the effectiveness of the course.

2GO: Desire2Learn has created mobility within its course as Desire2Learn is now

available for use with a BlackBerry.

While Desire2Learn is not a free program for course management, the program is already

widely used in the state of Alabama as the course management program for the state

online classes, better known as ACCESS (Alabama Connecting Classrooms, Educators,

& Students Statewide). Success stories for Desire2Learn can be viewed at the following

location: http://www.desire2learn.com/success/

Moodle:

Moodle (Modular Object Oriented Dynamic Learning Environment) is a free

learning management system available for use throughout the world which was designed

with pedagogy as the main focus. (The user must have a server that is capable of running

Moodle. If there are problems with your host server, Moodle provides a list of Moodle

Hosting Partners which will host your system for a charge.) Moddles corporate office is
http://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.desire2learn.com/success/http://www.desire2learn.com/success/http://www.desire2learn.com/success/http://www.desire2learn.com/success/


12/15


located in Australia and is used in two hundred five countries in eighty different

languages. The Moodle program will run on a Windows, Linux, or Mac computer and

must be installed on your computer as well as on a web-server. Moodle has a vast array

of support services that will help you in assistance with the design of your course,

deciding on themes, training, and certification in improving your skills.

Moodle can be used for a very small number of students all the way to hundreds

of thousands of students. Some universities and educators use Moodle as the entire course

delivery system, while others use the program as an add-on to their normal face-to-face

course. The website has a demonstration site that you can use to explore the options of the course delivery program before beginning Moodle itself and it is reset every hour so

that no lasting changes will be implemented into the sample course. Before beginning

Moodle, individuals have the opportunity to actually manipulate the content of the

sample course. Individuals can log in as administrators, teachers, and students to see the

different areas of the program and to see how each area works. Within Moodle, the

standard operating items are available for students to use such as Moodle docs, forums,

quizzes, and blogs.


13/15


REFERENCES

ACCESS: Alabama connecting classroom, educators, & students statewide. Retrieved

February 20, 2010, from https://access.desire2learn.com/

Bird, L. (2007). The 3 C design model for networked collaborative e -learning: a tool

for novice designers. Innovations in Education and Teaching International,

44 (2),153-167. Retrieved February 8, 2010, from ProQuest Education Journals.

Brinkerhoff, J., &Koroghlanian, C.M. (2007). Online students expectations: enhancing

the fit between online students and course design. J. Educational Computing

Research, 36, (4), 383-393. Retrieved February 15, 2010 fromhttp://www.ebscohost.com

CamStudio. Retrieved February 25, 2010, from http://www.techsmith.com/company.asp

Carmean, C., &Haefner, J. (2002). Mind over Matter: Transforming course management

systems into effective learning environments. EDUCAUSE Review, 37 (6), 26-34.

Desire 2 learn: innovative learning technology. Retrieved February 20, 2010, from

http://www.desire2learn.com/

Echo 360. Retrieved February 25, 2010, from http://www.echo360.com/about-

us/careers.asp

Green, J. (1998). Andragogy: Teaching adults. In B. Hoffman (Ed.), Encyclopedia of

Educational Technology. Retrieved February 1, 2010, from

http://coe.sdsu.edu/eet/Articles/andragogy/start.htm

Kidney, G., Cummings, L., & Boehm, A. (2007). Toward a Quality Assurance Approach

to E-Learning Courses. University of Houston-Clear Lake, USA. International JI.

On E-Learning, 6 (1), 17-30.
https://access.desire2learn.com/https://access.desire2learn.com/https://access.desire2learn.com/http://www.ebscohost.com/http://www.ebscohost.com/http://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.techsmith.com/company.asphttp://www.desire2learn.com/http://www.desire2learn.com/http://www.echo360.com/about-us/careers.asphttp://www.echo360.com/about-us/careers.asphttp://www.echo360.com/about-us/careers.asphttp://www.echo360.com/about-us/careers.asphttp://coe.sdsu.edu/eet/Articles/andragogy/start.htmhttp://coe.sdsu.edu/eet/Articles/andragogy/start.htmhttp://coe.sdsu.edu/eet/Articles/andragogy/start.htmhttp://www.echo360.com/about-us/careers.asphttp://www.echo360.com/about-us/careers.asphttp://www.desire2learn.com/http://www.techsmith.com/company.asphttp://www.ebscohost.com/https://access.desire2learn.com/


14/15


Kim, K. J. & Bonk, C. J. (2006). The Future of Online Teaching and Learning in Higher

Education. EducauseQuaterl,y, 4, 22-30.

Krumsvik, R. J. (2008). Situated learning and teachers digital competence. Education

Information Technology, 13, 279-290. doi: 10.1007/s10639-00809069-5

Lane, L.M. (2009). Insidious pedagogy: how course management systems impact

teaching. First Monday, 14, (10). Retrieved February 14, 2010 from

http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewarticle/253

0/2303

Lane, L. (2008). Toolbox or Trap? Course Management Systems and Pedagogy. EDUCAUSE Quarterly, 31 (2), 4-6.

Moodle. Retrieved February 20, 2010 from http://moodle.com/

Malikowski, S. R. (2008). Factors related to breadth of use in course management

systems. Internet and Higher Education, 11 (2), 81-86.

Meyer, K., & Smart, K. (2005). Changing Course Management Systems: Lessons

Learned. EDUCUASE Quarterly, 28 (2), 68-70

Oblinger, D. G. & Hawkins, B. L. (2006). The Myth about Online Course Development.

Educause Review, January & February, 14-15.

Rughooputh, S., &Santally, M.I. (2009). Integrating text to speech software into

pedagogically sound teaching and learning scenarios. Educational Technology,

Research and Development, 57 (1), 131-146. Retrieved February 16, 2010, from

ProQuest Education Journals.

Seok, S. (2008). Teaching aspects of e-learning. International Journal on ELearning,

7 (4), 725-741. Retrieved February 8, 2010, from ProQuest Education Journals.
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewarticle/2530/2303http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewarticle/2530/2303http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewarticle/2530/2303http://moodle.com/http://moodle.com/http://moodle.com/http://moodle.com/http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewarticle/2530/2303http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewarticle/2530/2303


15/15


Swinglehurst, D., Russell, J., &Greenhalgh, T. (2008). Peer observation of teaching in

the online environment: An action research approach. Journal of Computer

Assisted Learning , 24 (5), 383-393. doi:10.1111/j.1365-2729.2007.00274.x.

Tastle, W.J., White, B. A., &Shackleton, P. (2005). E-learning in higher education: the

challenge, effort, and return on investment. International Journal on ELearning,

4, (2), 241-251. Retrieved February 8, 2010, from ProQuest Education Journals.

Williams, V. (2004). Teachnology: web- based instructions dual environment.

International Journal on ELearning, 3, (4), 15-21. Retrieved February 8, 2010,

from ProQuest Education Journals.Wimba. Retrieved February 25, 2010, from http://www.wimba.com/company
http://www.wimba.com/companyhttp://www.wimba.com/companyhttp://www.wimba.com/companyhttp://www.wimba.com/company

Documents

TEAM 5 Project